The current paper was generally discussed the research trend and task in exercise psychology based on the related previous studies. Until the beginning of 1990s sport psychology aimed at enhancing athletes` sport performance. However, after that time interests in exercise psychology which is focused on promoting quality of life through individuals` physical activity participation and adherence has been gradually diffused. Accordingly, exercise psychology has become an unique discipline along with increase in the related studies. Today, it is witnessed that application and test of various models developed in pure psychological discipline have been actively carried out in order to explain individual`s physical activity behavior. Specially, self-efficacy theory as one of the most frequently applied models in exercise psychology has been contributed to understand and explain exercise behavior. More recently, transtheoretical model which is focused on the stages of physical activity behavior and stage-matched intervention has been paid much attention to promote physical activity behavior, and moreover social ecological model indicating that physical activity should be more effectively explained by interactions of psychological, social and environmental factors has been applied frequently in exercise psychology. In the second part of this paper the authors indicated various psychological benefits of regular physical activity and in particular demonstrated the clinical effects of physical activity as behavioral medicine to cure anxiety and depression. In conclusion, further research should be carried out in real physical activity field to identify better appropriate psychological models which associate with physical activity.

This study examined the effect of number of a rest interval interpolated between practice sessions on learning of a golf putting skill. Thirty-six participants were asked to putt the ball as close to the target as possible. Participants were randomly assigned to one of three groups that differed in the number of a 24-hr rest interval between practice sessions. In the first group participants took a 24-hr rest between two practice sessions. The second group took two 24-hr rests between three practiced sessions. The third group took three 24-hr rests between four practice sessions. The group with three rest intervals revealed significantly better performance in 24-hr retention test than the group with a rest interval. The group with two rest intervals also showed better retention performance than the group with a rest interval although the difference did not reach a significance. The present results suggest that the number as well as the length of a rest interval interpolated between practice sessions can be a learning variable that decides the effect of a distributed practice. The learning effect observed in the multiple rest group may be attributable to the consolidation process during the first rest interval and reactivation and reconsolidation processes during the additional practice sessions and rest intervals.

The current study investigated the differences in physical activity and motivational behavior regulations of adolescents in the different weight condition. In addition, the study examined the influence of body fat and motivational behavior regulations on physical activity and a moderating effect of body fat on the relationship between physical activity and motivational behavior regulations. A total 487 adolescents were selected from C middle school located in northen Seoul (normal-weight group : 255, overweight group : 141, obesity group : 91). Leisure-time Physical Activity Questionnaire and Behavioral Regulation for Exercise Questionnaire were applied to measure study participants` physical activity and motivational attributions. There were significant differences in levels of physical activity and motivational behavior regulations among normal-weight, overweight, and obese adolescents. In addition, results indicated that physical activity, body fat, and motivational behavior regulation were substantially correlated. Results identified that body fat and identified regulation, external regulation, and internal regulation were significant to explain physical activity, but body fat was not significant to moderate the relationship between physical activity and motivational behavior regulation. The current study offers the meaningful data in understanding of the motivational attributes most likely to contribute to initiation and long-term adherence of physical activity among overweight and obese adolescents.

The purpose of this study was to investigate structural relationship of self-fulfillment and psychological happiness and participation duration intention by image of aerobic dance instructor. To achieve this goal, adults participating aerobic dance program in Busan were chosen as the population and for sampling, the data were collected from 419 participants, using purposeful sampling. Questionnaires for this study consisted of 54 questions: 5 for basic background feature, 19 for image description, 11 for self-fulfillment, 16 for psychological happiness and 3 of participation duration intention. As a data analysis method for the examination of hypothesis, research confirmatory factor analysis, reliability analysis, and structural equation model analysis were conducted, using Window SPSS Ver. 18.0 and AMOS program. The major results are as follows: First, it showed that image of aerobic dance instructor affected positively self-fulfillment. Second, it showed that image of aerobic dance instructor affected positively psychological happiness. Third, it showed that self-fulfillment didn`t affect participation duration intention. Fourth, it showed that psychological happiness didn`t affect participation duration intention. Fifth, it showed that image of aerobic dance instructor affected positively participation duration intention. In conclusion, through this study, image of aerobic dance instructor raised positive psychological, thorough and efficient way of leadership which is required for image management because of the size of the degree associated with participation duration intention.

The purpose of this study was to investigate the anticipation ability and visual search strategy in Taekwondo expert and novice. Subjects showed the screen with Taekwondo movement image and they were response to Taekwondo movement image. For this study, ten subjects were selected to participate for this experiment. Among them five were experts (n = 5), and five were novice (n = 5). The conclusion of this study were drawn as follow: First, anticipate ability of direction and reaction time revealed no statistically significant difference between novice group and expert group. Secondly, visual fixation frequency and number of visual movement between novice group and expert group reveled that expert showed less visual fixation frequency , and less number of visual movement. but, The ration of visual fixation time was not significant statistically. Finally, location of visual fixation on 4 body parts between expert group and novice group revealed that expert group showed longer fixation time on waist, head, shoulder in an order of sequence, and paid less attention on legs. However novice showed longer fixation time on waist, shoulder, leg, head in sequence order. Novice`s visual fixation were located in a various areas taken all together.

The purpose of this study was to examine the sport enjoyment of the Korean youth boxers according to school and sports career, and to verify the validity of the SESQ. A total of 147 middle and high school-aged athletes in Boxing responded to the SESQ. For the purposes of this study, factor analysis and MANOVA were conducted. The results were as follows. First, a confirmatory factor analysis did not supported the factorial structure of the SESQ. The SESQ without the factor ``opportunity for continued education`` was suitable for the case of boxing. Second, there were no significant differences in sport enjoyment between the two school career groups. Third, there were significant differences in two enjoyment factors(team atmosphere, winning and competition) between the two sports career groups. The results were discussed based on the previous studies.

This study conceptualized the sources of enjoyment and the components of interest in the context of arts middle and high school dance classes. Participants were 898 dance students (281 middle school students, 617 high school students), and inductive content analysis was conducted. The sources of enjoyment among dance students included effort, mastery experience, positive teacher-students relationship, fun/enjoyment, interaction, competitiveness, and competence. The interruptive sources of enjoyments were negative teacher-students relationship, instructional method, fatigue/slump, body shape/weight management, lack of skills, injury, and competitive climate. The components of personal interest among dance students included cognitive demand, positive emotion, skill enhancement, competence, physiological benefit, and social support, whereas situational interest included challenge, novelty, instant enjoyment, attention demand, and exploration. Findings are discussed with relation to the conceptualization of enjoyment and interest components in dance classes.